Nutritional needs vary throughout life and depend on factors like age, gender, activity level and medical conditions. Maintaining a balanced diet, avoiding excess sugar and alcohol, and balancing calorie intake with physical activity can help reduce the risk of many health issues and support healthy growth and development at all stages of life. Certain groups have specific nutritional needs, such as more iron during pregnancy or a gluten-free diet for celiac disease.

1. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
REHIS FOOD & HEALTH
L3
Energy Measures and
Influences on Food Intake

2. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy
• Energy is vital for life. Every cell of the body need energy
• Energy is measured in calories or joules
• Energy is needed for the Basal Metabolic Rate plus activities

3. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy balance
 Metabolism
 Movement
 Physical activity
Energy
Output
• Food
• Drink
• Alcohol
Energy
Input

4. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy Balance
Body aims to achieve balance (where energy input = energy output)
Excess input of energy - stored as fat
Starvation - inadequate energy - body compensates by reducing activity
Note: If you eat 130 (kcal), about 1 packet of crisps, more than you use up each day, then by
the end of 4 weeks you will have stored 3,500 kcals, which is equal to 1lB of fat.
If you continue eating that extra packet of crisps every day for 1 year and not using up the
energy, that would mean a gain of almost 13Ibs of fat, almost a stone.
We need to match up what we eat with what we do to maintain the same weight.

5. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy balance
If you eat or drink more energy than you need, the excess will be stored as
fat and you will gain weight
If you eat or drink less energy than you need, you will lose weight
If you eat or drink the right amount of energy you need, your weight will
stay the same.

6. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
What is a healthy weight?
BMI = body weight
(kg)/height (m)2
Categories
• <18.5 = underweight
• Between 18.5 – 24.9 = healthy weight
• Between 25 – 29.9 = overweight
• >30 or more = very overweight or obese.

7. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Sleeping 16kcal
Reading 20kcal
Driving 30kcal
Walking 80kcal
Vacuuming 85kcal
Gardening 100kcal
Swimming 110kcal
Jogging 140kcal
Running fast 200kcal
Energy used
The average energy used with different activities.
Note how exercise increases energy requirement.
Activity Energy used in 20 minutes

8. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Energy Needs
• Gender
• Age
• Physical activity
• Size
• Life events (e.g. pregnancy, illness)
• Medical conditions
Average woman
Around
2000kcals
Per day
Average man
Around
2500kcals
Per day
Different needs – different people

9. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Estimated average requirements EARs kcal/day
Males Females
19 - 24 years 2772 2175
25 - 34 years 2749 2175
35 - 44 years 2629 2103
45 - 54 years 2581 2103
55 - 64 years 2581 2079
65 - 74 years 2342 1912
75+ years 2294 1840
Last trimester of pregnancy – extra 200 kcal/day
Breastfeeding – 1 month 450, 2 months 530, 3 months 570 kcal/day
(NB Trimester is the way that the 40 weeks of pregnancy is split into 3 periods, each period being called a trimester.)
Consider the general trend for energy requirements the differences in gender,ages and life stages etc.
NB Althoughrelativelysmall,ababy’senergy requirements are proportionately very high.

10. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Babies
Breast or formula fed
For first 6 months
Breast milk
Health benefits for baby and mother.
Breast milk - ideal first food
Provides antibodies that provide resistance to infection,
e.g. stomach upsets, ear infections, urinary tract and less allergies.

11. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Weaning Introduction of foods other than breastorformulamilk.Sometimesreferredto as introduction tosolids
From around 6 months
•Mashed up and finger foods
No added salt or sugar
No honey until 1 year old
Avoid giving whole nuts to those under 5 as
there is a risk of choking
If weaning before 6 months
(not recommended):
• Puree foods (e.g. baby rice,
fruit and vegetables)
Introduce ordinary full fat milk
from 12 months (can be used in
cooking from 6 months)
Semi-Skimmed milk can be
introduced after 2 years of age
Skimmed and 1% milk can be
introduced after 5 years of age
Supplements - A, C and D vitamins
from around 6 months - 5 years.

12. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Weaning
Avoid
• Wheat
• Fish and shellfish
• Cow’s milk
• Eggs
• Liver
• Peanuts or foods containing peanuts
• Soft and unpasteurised cheeses
• Nuts and seeds
• Soya
• Citrus fruits and juices
• Berries.
If weaning before 6 months (not recommended)

13. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Pre-school children
• Move towards a balanced diet
• Low salt
• Low sugar
• High energy needs
• Energy-dense diet
• Not too high in fibre
• Protein
• Iron
• Calcium
• Vitamin D
• Supplements – A, C and D
• Healthy start
• Dental health
• Avoid
• Raw/undercooked eggs, shellfish
• Whole nuts.

14. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Children
• Growing fast and usually very active
• Protein
• Carbohydrate
• Iron (and vitamin C)
• Calcium, phosphorus and vitamin D
• Dental health
• Sensible eating habits
• Avoid sugary snacks and drinks
• Clean teeth.

15. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Dental caries
Sugar – frequency of consumption
Sucrose – particularly promotes plaque formation where bacteria thrive.
(The bacteria produce acid which attacks the enamel of teeth.)
• Avoid sugar between meals (if childreneatsweets,theyshoulddosoaftera meal.
• Limit sugary drinks
Fluoride – protective effect – excess staining if too much fluoride is taken.
Fluoride strengthens enamel of teeth.
Acids – also affect, e.g. fruit juices. Dilute fruit juices with water
Baby bottles (containing sugary drinks, juices) – encourage drinking from a cup

16. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Discussion – Sugar Savy?
Think about sugar in food terms,
i.e. how much sugar is in our foods?

17. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Teenagers
• Peer pressure
• Increasing independence
• Growth – Protein
• Carbohydrate
• Iron (also vitamin C) required for formation of haemoglobin
boys require 11.3 mg per day and girls 14.8 mg. Girls require more as they menstruate.
• Calcium and vitamin D (Vital for future health of skeleton)
45% of adult skeleton laid down in adolescence
boys require 1000 mg per day and girls 800 mg

18. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Women
• Approx. 70g total fat per day maximum (no more
than 20g sat fat).
• 2000 calories no more than 35% should be from fat.
• Folic acid - essential for those hoping to
become pregnant.
• Iron - 14.8 mg per day for women - extra
needed when menstruating
• Calcium - around 700 mg per day.
• Energy intake to balance output
• Fluid - 1.5-2 litres per day, helps to prevent constipation.

19. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Pregnancy
• Iron (plus vitamin C to help absorption)
• Calcium
• Folate (folic acid)
• Vitamin D
• Avoid liver and supplements containing vitamin A
• Food poisoning (e.g. salmonella, listeria)
• Avoid alcohol
• Limit oily fish to maximum 2 portions per week
• Limit caffeine
• Avoid Big Fish shark, swordfish and marlin due to high mercury levels
• Supplements/Healthy start.

20. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Men
• 95g total fat per day maximum (no more than 30g sat fat)
• for average man taking 2500 calories 35% from fat
• Larger muscles - require more protein and energy
• Larger liver - able to tolerate a higher level of alcohol
• Fertility - Require more Zinc
• Activity - require more energy
• CHD - men at more risk
• Obesity - men deposit weight especially around waist - central obesity

21. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Older people
• Varied group
• Many factors affecting food intake, such
as food access, availability and
affordability.
• Some older people may have low
intakes of some vitamins and minerals
• Malnutrition/dehydration may be an
issue

22. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Exercise –
Identify and discuss some things which might cause too low or too high an intake of food in
older people. Record the responses for discussion.

23. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
SUMMARY
Nutritional needs vary throughout a
person’s life, but the general principles
of a balanced diet remain the same.

24. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Vegetarians
Vegetarians
• Vegetarians do not eat meat, fish or animal
products, and some do not eat eggs or diary
• There are different types of vegetarian diets
• Lacto-ovo-vegetarians
• Lacto-vegetarians
• Vegans
Vegans
• Excludes any
animal-derived
ingredients
Vegetarians
Vegetarians may have low intakes of
some vitamins and minerals
(e.g. Vitamin B12 and iron)
Vegans
Vegans may have low intakes of calcium,
iron and Vitamin B12
 

25. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Vegans
 Exclude any animal-derived ingredients added to manufactured food,
such as emulsifiers derived from animal fats (e.g. lecithin) and firming
agents (e.g. gelatin) used in sweets and jellies.
 Avoids products which are seen to involve the exploitation of animals
(e.g. honey), or which have undergone safety testing using animals may
also be avoided.
 Vegan diets require careful consideration to ensure that they provide
sufficient protein, vitamins and minerals
 Avoidance of dairy products can increase the risk of low intakes of
calcium, vitamin B2 and vitamin B12.
 Vegans are at a higher risk of iron and zinc deficiency
Vegans

26. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Long-term conditions
Body is less able to control the amount of glucose (sugar) in the blood
• Principles of diet
• If overweight, lose weight
• Eat plenty of fruit and vegetables per day (at least 5 portions)
• Reduce your fat intake
• Eat less sugar and salt
• Eat regular meals
• Avoid diabetic foods
• Limit alcohol intake.
Diabetes

27. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Gluten-free diets (coeliac disease)
• Around 1 in 100 in Scotland is sensitive to gluten
• Coeliac disease causes bowel symptoms and weight loss
• Avoid all gluten-containing foods(e.g. wheat, rye, barley,
sometimes oats, beer).
 Gluten-free products available on prescription from a
doctor.
 Naturally gluten-free cereals include rice, sago, millet,
maize and sorghum. Therefore rice-based cereals,
cornflakes and cornflour can be used.


28. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food allergies and intolerances
• A food allergy is a reaction to a food involving
the immune system and can be life-threatening
• A food intolerance does not involve the
immune system and is not life-threatening
• True food allergies affect 6 - 8% of children
and around 2% of adults
• Common allergenic foods include milk, eggs, peanuts, nuts, fish,
shellfish, soya and wheat.

29. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Major health problems associated with a poor diet
• Obesity
• Heart disease
• Strokes
• Certain cancers
• Type 2 diabetes
• Osteoporosis
• High blood pressure.

30. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
• Do not smoke
• Limit alcohol consumption
• Do eat a healthy balanced diet
• Do regular exercise
• Do have a healthy body weight.
Reducing our risk of major health problems

31. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Cancer
Cancers - affects more than 1 in 3 of the Scottish population
and is a major cause of death.
Breast, lung, prostate and bowel are the most common in the UK.
Many risks cannot be changed such as age and genes
Cancer Research UK estimates that more than 4 in 10 cancers can
be prevented by lifestyle changes

32. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Reducing our risk of cancer
• Don’t smoke
• Eat a healthy diet, (High Fibre, low in sugar, low saturated fat)
• Take regular exercise
• Be a healthy weight
• Limit consumption of red meats and avoid processed meats
• Limit/avoid alcohol consumption
• Limit salt consumption

33. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Risk factors for heart disease
Some risks cannot be changed:
• Age – risk increases with age
• Being a man – women may be protected up until menopause
• Genes – susceptibility can run in families
• Ethnicity (Afro-Caribbeans and S.E. Asians have an increased risk)

34. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Reducing Risk of Heart Disease
• Don’t smoke
• Eat a healthy diet (Mediterranean diet recommended)
• Take regular exercise
• Be a healthy weight
• Eat less saturated fat
• Eat less salt
• Don’t drink too much alcohol
• Monitor blood pressure and cholesterol levels

35. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Stroke
1 in 6 people in Scotland will have a stroke - it is the 3rd most common cause
of death after heart disease and cancer and is the leading cause of disability.
To reduce risk of stroke
 Know your blood pressure (high blood pressure is the biggest risk factor)
 Do not smoke
 Limit alcohol consumption
 Eat a healthy balanced diet
 Eat less salt
 Exercise regularly
 Maintain a healthy weight

36. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Problems associated with obesity
• Heart disease
• High blood pressure
• Joint problems
• Breathlessness
• Type 2 diabetes
• Strokes
• Varicose veins
• Accidents
• Certain cancers
• Poor recovery from surgery
• Psychological problems
• Social problems.

37. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Bone Health Problems
Balance of bone calcification and recalcification
• Rickets (toddlers and teenagers)
• Lack of vitamin D - poor diet/lack of sunlight
• Thin bones, bowed legs and knock knees
• Asian children more prone (lack of Vit D due to total covering with clothes)
• Osteomalacia (Adult equivalent of rickets) Bone demineralisation
• Osteoporosis - affects around 3 million people in the UK.

38. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Osteoporosis
Risk of osteoporosis increases with age and is more common in women.
The associated problems from hip fractures are a major cause of death, e.g.
chest infections.
• Number of factors - bone development in teenage years important
• Hormonal effect - oestrogen in women and testosterone in men.
• Exercise (weight bearing is best for bones)
• Smoking - increases risk of osteoporosis
• Alcohol - excess increases risk of osteoporosis
• Balance of diet - adequate calcium and vitamin D protects bones
• Medication - e.g. steroids, long-term increases risk of osteoporosis
• Very thin individuals are at greater risk of osteoporosis

39. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
SUMMARY
Eating a balanced diet leads to a reduced risk of:
• Obesity
• Heart disease
• Some cancers
• Type 2 diabetes
• Osteoporosis
• Strokes

40. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Dietary habits
Life circumstances e.g. social, cultural and religious have a direct
influence on dietary habits.
Consider the food we eat and how it is influenced by social,
cultural and religious issues.
Many things influence what we eat.
The food people eat depends on what they can buy. This depends
on what is available locally and what it costs. The skills and
resources that people have in preparing foods are important, as
are tastes and expectations.

41. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Group Exercise
Divide into groups
Consider what are the factors influencing food choice?

42. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Factors influencing food choice
• Culture
– religion
– ethnic background
• Peer pressure
– friends
– family
• Personal preference
• Habit
• Taste
• Status
• Income
• Price
• Access and availability
• Advertising

43. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Factors affection food choices
• Food is one of the most noticeable aspects of someone’s cultural identity
and it is closely linked with religious, social and economic circumstances.
• All over the world, societies have developed traditional eating patterns
over centuries. These are based on foods available locally, influenced by
cultural and religious beliefs.
• We enjoy many different types of traditional foods from many different
cultures today.

44. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Barriers to dietary change
There are barriers faced by many people trying to achieve
an acceptable diet for themselves, their families and their
communities.
This is especially true for those on low incomes.
• Reluctance to try anything new
• Family and peer pressures
• Cost of healthier foods
• Cultural and religious beliefs
• Poor cooking skills

45. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Barriers to dietary change
• Cooking and storage facilities
• Eating away from home
• Food likes and dislikes
• Access to shops and availability
• Lack of knowledge
• Lack of time.

46. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and Feelings
• Psychological wellbeing
• How we eat and why is often
related to how we feel
• What we eat can affect our mental
health and well-being
• Eating is a social behaviour

47. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Exercise
Think of examples of how we eat and why we eat
and record them on the flipchart. Some suggestions, if needed,
are below:

48. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
Psychological wellbeing
Eating is something very personal. It can affect our self-esteem, social
relationships and psychological well-being.
How we eat and why we eat is often related to how we feel.
Eating a healthy balanced diet is considered to be important for our
mental health.
Ask participants to think of examples of how we eat and why we eat
and record them on the flipchart. Some suggestions, if needed, are
below:

49. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
How we eat and why is often related to how we feel
Some people don’t eat when they feel low or an anxious, while others over-eat.
If you follow a healthy lifestyle it can make you feel very good about yourself.
Often there are many other issues that affect what we eat.
What we eat can affect our mental health and well-being
Sometimes we feel guilty or ashamed about what we eat.
It can be difficult to think about making changes. However, small changes, like a
piece of fruit rather than a biscuit, can make a difference.

50. ht LEARNING INTENTIONS Students will be able to recognise that certain groups have specific nutritional needs
Food and self-esteem
Eating and social relationships –
Eating is a social behaviour and loss of social contact/relationships can result in poor
eating habits.
Eating together with the family is often the only time everyone gets together.
People who eat alone do not feel it is worth the bother of making a meal, as there is
no-one to share it with.